Universities should not be telling the young to view their lived experience in the worst possible manner, because encouraging students to feel oppressed is wreaking grievous damage on the social fabric of our country.
By Madeleine Kearns, a Scottish journalist and MA student at New York University In August 2017, as an intern at the Spectator in London, I wrote a cover feature on ‘Campus Tyranny’, alongside Spiked editor Brendan O’Neill, entitled ‘Safe Spaces and ‘Ze’ Badges: My bewildering year at a US university’. Although I relayed my..
By: HxA member James Lemoine, Assistant Professor of Organization and Human Resources Department at the University of Buffalo School of Management I lie to my students on purpose. I have been doing this for many semesters and, as a result, my conversations with my students, and their debates with each other, have become more..
There is a specter haunting viewpoint diversity: the question of its limits. Viewpoint diversity can feel like an unqualified good. Almost everyone understands, on at least some level, that we need multiple perspectives to solve difficult problems. If everyone thinks the same way, biases go unchallenged and creativity stalls. It’s easy to draw an..
Heterodox Academy has quickly grown from a small group of roughly a dozen professors to more than 1,700 as of early January 2018. Over the summer of 2017, we interviewed select members about their motivations to join the organization and the issues that arise in climates of orthodoxy on campus. The goal was to present,..
By: Debra Mashek, HxA’s Executive Director Dear Members of Heterodox Academy, I landed my dream job in 2005. For the past 13 years I have been on the faculty at Harvey Mudd College, an elite liberal arts school with an intense focus on the STEM disciplines. Every single day I get to work alongside incredible..
The results of Porter and Schumann (2017) have direct relevance for Heterodox Academy and the OpenMind Platform. One of our hypotheses regarding the OpenMind Platform is that it can increase intellectual humility and openness, and that these increases will then have downstream effects on communication between individuals who have opposing views on an issue. By demonstrating one way to, at least temporarily, increase intellectual humility, Porter and Schumann (2017) have provided a valuable first test of one of OpenMind’s main hypotheses.
This is the second post in our Teaching Heterodoxy series.
By Dr. Cory Holland, Worcester State University
The following activity occurred in the context of an English as a Second Language (ESL) writing class for international students hoping to matriculate in US universities. This particular class was evenly split between students from China and students from Saudi Arabia, a detail that will become important shortly. Students in this class are at a high-intermediate level of English proficiency and are learning to write short essays in genres common to introductory university classes.